Negotiating Educational Spaces: Parental Involvement And Engagement In Education Of Socioeconomically Deprived Thami Community Of Sindhupalchok

The study on parental involvement and engagement in education of socioeconomically deprived areas of Thami community of Sindhupalchok explores the various practices parents participate in school activities and the factors that influence their engagement. A general qualitative research design is used in this study to explore parental involvement in children's education, enabling an in-depth understanding of the perspectives and lived experiences of Thami parents and their children. Semi-structured interviews and focus groups are the main techniques for gathering data, and they are carried out in Nepali language in order to ensure linguistic and cultural sensitivity. Purposive sampling technique was employed to carry out study by door to door visit of parents. Even though schools often provide pleasant and informal opportunities to get involved, which may not necessarily result in children's learning being actively involved. The primary hurdles found include lack of awareness in schools regarding the issues of poverty, financial limitations, and deficit approaches that attribute limited engagement on individual characteristics or previous experiences of parents. Some parents believe they are actively involved, while others believe they lack the financial resources or abilities required to properly assist their children. The study suggests that educational institutions acknowledge and appreciate informal learning activities, comprehend the intricate difficulties that families confront, and make sure that school events and activities are accessible. Parents from lower socioeconomic backgrounds ought to be reached by schools in order to improve and advise school-level procedures and practices, which will create a more welcoming and encouraging learning environment.